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that closed achievement for african-americans are listed here. closing the achievement gap for latino students are listed here. english language learners similarly. so one thing we asked our principals to share with us is in your voice what you attribute to some of these accelerated growth areas into, and recently we had the opportunity to hear them share with their colleagues and we tried to summarize a few examples of that. i'm not going to read all of these points but i want to point out some of the things that were mentioned by our principals starting with the first row there. our principal at rosa parks, paul jacob son and you were recognized as a school closing the gap for english language learners. we know that the data has improved 19-point 2%. what is going on there? the principal in the description gave three categories. i focused. i fixed. i featured. they talked about structure and assessment. they made a conscious effort at reducing suspensions and having restorative practices and pay attention to english development as well and collaboration was an important p
the widest gap. it is something we are being attentive to. african-american, latino, native american and samoan. and while the district overall trend was 10% growth, what you notice over a five-year trend is african-american growth has bested the district average of 13% improvement, latino at 10% equal to the district's growth, native american at 14%, and samoan at 11%. the next slide is similar, but in the content area of mathematics on the state test. again, 8.2% district overall growth trend, african-american comparison 13% growth over five years, latino 10%, native american 7, and samoan 11%. >> superintendent, i'm just wondering if there is anyway maybe later on to get the numbers of where the anglo and asian-american students are. >> okay. so, maybe in this next slide, we get to that point. so, this next slide is actually on the english language arts achievement gap. so, what's highlighted in this one are two line graphs, one for african-american/latino, and the top line graph actually represents the district average. and what i want to point out is, again, a different way to r
for the targeted groups, african-american and latinos and we do it also for english learners and special ed, so each school has their sample acceleration in of these and gives an index how they're moving their students compared to other students in the district. our second -- actually goal one. it's just presented as second is accessing equities. under accessing equity we will look at the same results but aggregating the data for the different subgroups of programs and definitely eighth grade algebra because that's a milestone in the district. so when we looked at all the ethnic groups where the performance is below the district's average they were african-american, latino, native american and samoan and in the first slide where we clapped 10% was the overall district trend, so each group either matched or exceeded the district's five year trend which is what we would call narrowing the achievement gap, so can you see the group -- you can see the scores of every sub group. the next slide that we will show is how did the other subgroups do? you can see every single sub group. the chinese
and to empower latino educators and family to be sure that the school district is responsive to the community. and i also want to acknowledge secretary, ester casco. [ applause ] >> so there is no public speakers for the sign up for this. any comments from the board? >> commissioner mendoza? >> i do want to comment and i want to thank both of you for bringing this forward and it is an important acknowledgment in our community in i want to acknowledge that our mayor as well as speaker pelosi is celebrating over at city hall as we speak and we will be excusing our very own superintendent because he will be receiving the education award on behalf of honoring the month this evening. congratulations. >> miss, lee, yes. >> miss fewer. >> yes. >> miss maufus. >> miss mendoza. >> yes, and the giants won, 1 to 1. >> thank you. >> dr. murase. >> aye. >> miss wynns? >> aye. >> and mr. yee. >> aye. >> is there a representative from lata here in >> yes. >> hello. hi, there, my name is loreta tores and i am the president of lata and one thing that i want to say is thank you so much. for this recognition, i
and students that african-american, latino and pacific islanders were receiving a different quality of education. in 2007 we found that african-americans were ranked dead last in api scores for all major urban school districts in california. this was the low below even special education students in their api scores for [speaker not understood]. the next year coleman fought for the board of education to close the achievement gap. that resolution to ensure the upcoming district strategic plan was focused on addressing the racial achievement grape in inequity in our school. thankfully the board passed that unanimously. however, the gap has widened, especially for african-american students. many of you might have seen the report that came out talking about the 2011 released analysis comparing the progress of california school districts. unfortunately san francisco received an overall grade of d. and in particular the african-american students as it relates to sfusd, we ranked 127 out of 128. i want to have one of our parent leaders, olivia gudeau, give a statement. >> hi, my name is o
greater graduation rates for african-american students, latino students, samoan students. we do have those examples where schools are getting traction. >> can you share that with us today? that is exactly what i'm trying to extrapolate in the hearing. >> i don't have a high school by high school rate with me today. i don't know if any of our staff may have that today either. >> looks like you have some homework. >> looks like you gave us some homework. >> okay, everyone, i'm going to hold you all accountable. my next question is -- and this may be more of a philosophical one. i'm just looking to get some insight. what does the san francisco unified school district believe are some of the causes of this high drop-out rate? you mentioned outmigration. what are some of the other causes? what are the symptoms, why are we so sick? >> well, clearly the american high school drop-outrate -- we don't have a monopoly on that. * it's the case in most urban centers and even rural districts. so, the factors, they are complex. certainly we have our students during the school day, but it's hard to not ma
district is about -- i want to say 40% chinese. about 7-10% african-american. 30% latino, but i don't have the exact breakdown with me. then in order to sort of get a sense of the data, because there is a lot. what we did was we made pie charts for each of the groups that are groups that we're either targeting or asked about for comparison reasons. so if you look at the next chart, this chart represents 100% of the african-american students who are current 11th graders in our school system and then it shows how many are in each of the five categories. so the way to read this is that we have 323 african-american students who are current juniors. 84 of them are on-track with 110 credits plus have met their a-g markers. 153 of them have the credits, but are missing the marker. 45 are off-track with the credits. they are below 30 credits or more, or 30 credits. and then you have 24 who are moderately off-track and then 17 of our current juniors who are african-americans who are severely off-track. the next chart represents our latino students, who are current 11th graders for the cla
this is kind of not just you, but it's also the whole mission district and the whole latino and chicano community as well. so, could you come up? and i wanted to know, supervisor campos, wanted to say anything else. -- say anything as well. (applause) >> supervisor campos . >> first of all, i'd like to thank supervisor ed mar, colleague of mine, we went to san francisco state together, for this honor this afternoon. i accept these honors, not for myself, it's not for me, it's my community. not just my community. the mission district, latinos, the whole southern part of the city that often gets neglected when we think about art, when we think about literature and part of my community, of course, is the literary community of san francisco with its great literary traditions. and if i may follow-up on a couple of things that supervisor mar said, i'd like it to be a tradition, but now on the port laureate addresses the supervisor to tell us of the plans. let me briefly tell you some of the plans i would like your support for in the coming two-year. one, a poetry festival for our young studen
here with these three subgroups listed, african-american, latino and samoan is you see four columns after that. whether they're on track, you see a c. these are students who are getting a c or better in the a through g core sequence. that means they're taking courses for california state university or university of california eligible. so, these are students who are on track for doing that. these are our present juniors in high school right now. you'll notice that we have 2,122 students who are on track. it's not a typo. we have the exact same number of students based on sort of our best data today that are not on track. so, that means we don't have a c or better in all of their courses on that a through g sequence. in the third or fourth column where it says on track or off track d, these are students who are getting a d or better in that same core sequence. so, they can get a d in the a through g core sequence and meet district graduation requirements because they're taking the core sequence that they wouldn't be eligible to apply for a csu or uc school. so, what you're going to n
for our students, especially black latino pacific islander students. the policy went into effect for the class of 2014. let's talk about some challenges with implementing a through g. there has been lack of monitoring, adequate monitoring of the a through g implementation at the school site level until this year. not enough oversight by the core board of education to look at how adequate usfg [speaker not understood] and access to data relating to the current student progress, political will of the sfusd staff at all levels of implementation, and yes, we cannot forget the state and their funding issues. [speaker not understood] the data until this moment. we were privy to see some preliminary data. however, the concern for us is regardless of how you look at it, there are 76% of the 2014 class off track. there are 65% of the 2015 class off track. we have to figure out a way to fix this. we have to figure out that it's not okay for us to act like it's not a reality because these are our children. these are our responsibilities. so, coleman is calling for immediate agency and a cal
problem. it's cause and effect. how much money does the african-american, latino community, the samoan community get out of the capital project? what is the unemployment rate of the same people that we're talking about? where do you spend your money? because you can't wait till a kid gets to school then all of a sudden he's going to do something and they come up with no money in their house, home. for the parents to help kid. and that's the city and the school district. take a look at how much money that went towards communities that we are talking about. it's cause and effect. if you don't put the money out there in those communities, look what happened out at the school, tearing down the willie brown academy. no blacks. and then you get out here and talk about everything else, but cannot talk about the real problem. the real problem is it's discriminatory and exploitation and lockout of those communities. the black community, the latino community and of course the -- everybody that's locked out. we need to deal with that. now, give me the statistics on that. i heard statistics on eve
to these classes. these students, african-american, latino, islanders specifically were not given those classes, integrated science or integrated math which could get you to graduation, but could never get you to college. that a through g graduation requirement gave them access, so, that's one fabulous thing about this graduation requirement. the other thing is it gives them opportunity. quite frankly, d or better gives them no opportunity. a d or better says will not get them into college. a d or better. and quite frankly it's even cs and d at some colleges. so, d or better is actually not an adequate, i think, level to say that we have graduated with all fairness, have graduated our students prepared to college or a job because d or better is not prepared for college or a job. so, as a board i think if we're going to be looking at this graduation requirement should it be c or better or d or better. we're giving the numbers for both to see how much work we have to do. i think you can see on the chart even with the d or better we have much, much more work to do. this talks with black migration,
of the other pieces of inforo.oc know that we actually focus on the nd latino and sano an students in particular. >> could we request that he we put that particular item on the next meet something. >> sure. any of us that are the committee can certainly share that k personally request that this be shared with the committee. >> thank you very much. >> and if ihiya . >> you will have to look it up on the website. and the board of education by four aye's and approve the amount made available to reinstate a settlement fund. in the matter of san francisco unified school district versus pierce street the board of education by four aye's and three absent approve authorization for district and insurance company to pursue damage claim through litigation if necessary. for the read out for tonight's closed session september 25, 2012 public employment the board by a vote of six aye's and one absence approved the contract for one assistant superintendent. other items posted in the agenda is the staff report and classified personnel transactions. meeting adjourned. thank you very much. >> t
call it "hot." i'm glad that a traditional latino restaurant will be able to resurface here with other venues coming in. it's very important. i was at a dinner at intercontinental where mayor lee, who is very proud of the business that we created in san francisco as we top destination spot. seems like people come from all over and don't want go back to where they live. he didn't elaborate, but the article elaborated that part of the reason that people want to stay here is for the bars, restaurants and nightlife. i think valencia street corridor epitomizing this and traditional family businesses like la rondalla are just wonderful to have and we need to get the place opened. so thank you very much for your consideration. >> thank you. any other public comment? okay . the matter is with the commission. >> when i moved here in 1982 i lived on 22nd street and valencia. and i ate at la rondalla all the time. it was all the time. so i am happy to move to approve this permit, and wish you good luck. >> do we have an amendment that they provide a security plan? >> i think staff should d
have on our staff. we have a south asian managing director, south african artistic director, latino community out rich person. aside from the staff, the other people, artists that we work with being a reflection of us, yes, the community is changing, but brava has always tried to be ahead of that trend. when i came in, i tried to make it about the work that shows the eclectic mission district, as well as serving the mission. those are the types of things that i feel build one brava is all >> thank you, everyone, for coming. i welcome to the opening of scoots san francisco network. [applause]. >> thanks. today, we are opening our beta program to the san francisco public and with that, we are opening the world's first network of shared electric scooters. [applause]. >> there we go, we're back, okay, so before i tell you about our s*frs for san francisco, i want to introduce someone who has already made san francisco an even better place to live, mayor ed lee. there are two things about the mayor's work and his administration that are particularly important to scoot, the first is that
-american men, latino men infected on a daily basis. people forget we still have people dying of aids. i had a close friend of mine who recently passed away of aids, michael goldstein, and he was an advocate for hiv prevention for finding a cure for hiv. and you can think of so many michael goldsteins. and dr. colfax and other people mentioned that. their memory lives on. and i think that we owe it to them to continue to recommit ourselves, rededicate ourselves to making sure that we prevent the spread of this disease, and that we do find a cure for this disease. and i just think about, you know, the possibilities with this building. this could well be the place where we do find a cure for aids. and if it's going to happen anywhere, why wouldn't it happen in san francisco? we have always led the way on so many different things. you know, the city of harvey milk is a city that has always recognized the dignity and humanity of every person and it's in line with that spirit that we are here today. and i do want to thank our mayor because as supervisor weaner noted, when the $7 million of fundin
. a latino person can help. a korean person can help. a gay person can help. everyone can help accomplish the unfinished agenda for everyone. i often talk about partnerships. we have to partner with our african-american community to get things done and that will be the only correct way to get things done. is that partnership. [applause] so when i make announcements, when the board of supervisors and we pass legislation, we're always going to do it with a commitment in our minds that there is a partnership with our african-american community to get things done in the city. whether i am talking about jobs, and we have a partner on jobs, whether i am talking about creating a housing trust fund, when i am talking about hope sf, anything that is of any innovation or anything that fulfills a historic promise that the city made to our african and american community. we have to partner with our youth and african-american parents and communities and african american owned businesses. all that has to be done together. i will commit to you -- [applause] this is not to me just a celebration. although
,500. caucasian -- 46%. african-american, 2%. latino, 4%. other is a 1.3%. less than 1% our native american. our organizational chart is headed by yours truly. i have the captain's staff which consists of one sergeant and six officers. the captain's staff is in charge of the demonstrations, protests and special events. he has to assistance. his round off by a subpoena officer who handles postings for no parking, a permit officer and a facilities officer. we have a street crimes unit that wears plain clothes and concentrates on robberies and stolen vehicles and car break- ins. they do a great job and make a lot of arrests. the day watch patrol is headed by two lieutenants, four sergeants and 46 patrol officers and two police service aids. those are the civilians that help us take reports so we can put police officers out on the streets. the day watch patrol, we have three shifts. the other starts at 8:00 and 11:00. the night watch, we have to lieutenants. 10 sergeants, 46 patrol officers and two police service aids. the night watch starts at 4:00 and the midnight watch starts at 9:00 until 7:00 i
years plus and had latino and other community connections. we have heard about a so-called community process that was supposedly involved and what we find out is aside from the many problems that we have pointed out here previously the more we learn the more there are very questionable issues with regard to that process. the so-called mediator was found by a friend of the mediator and introduced to the supervisor who appointed her. she then turned around and appointed her friend to the so-called community process and it went downhill from there. thank you. >> thank you. any other members of the public wish to speak in general public comment? seeing none. public comment is closed. madam clerk can you move to the adoption calendar. >> the next items are considered without committee reference and enacted on a single call and if a member wants to sef veran item it can be separately. >> anybody want to sef veran item? >> roll call. >> (roll call). there are ten aye's. >> the resolutions are adopted. colleagues we have our 330 special order which i hope to start at 330 and other than
Search Results 0 to 49 of about 85 (some duplicates have been removed)